Final Report Pilot Project - Phase 1

differences. On the other hand, it has also become evident that there isno standstill. What is designed today may be obsolete tomorrow.Within the two years of the Tuning project it has become very obviousthat a constant update is essential. This dynamism can be traced backeasily by thumbing through the various working documents of theproject.It has to be concluded that the findings of Tuning with regard to theunderstanding of curricula and the identification of shared descriptorshas only been possible through the discipline approach. Thismethodology appears to be crucial for making a clear distinctionbetween the first and the second cycle and describing the contents ofthe two levels. To understand what this means it may be useful toanalyse the various Bachelor-/ Master descriptors / benchmarks whichhave been published of late as recommendations, discussion papers etc,in particular those by the Quality Assurance Agency, UK; AccreditationAgencies and the Joint Quality Initiative Informal Group.Within disciplines it is possible to identify structures which can beused to cluster subjects. In addition to subjects which aim at wideningthe knowledge of the learner, there are others which focus on thedeepening of knowledge. This —in very broad terms— is reflected inthe two cycles. Tuning emphasises a third and vital cluster: knowledgeaccess and transfer. The Lines 1 and 2 of Tuning clearly demonstratethis. Subject related competences are to a large extent influenced anddetermined by generic competences. In Line 1 it has been shown thatthese competences can be divided into instrumental, interpersonal andsystemic. These can serve as a tool to make subject-specific skills andknowledge accessible, which previously were not.Some examples are given to clarify this. A student of businessadministration with knowledge in mathematics will be able to expressfindings in models, not only in words. In this respect mathematics isinstrumental and helps to express and understand knowledgedifferently. It goes without saying that mathematics will not beinstrumental in a study programme of mathematics. The same countsfor interpersonal competences. With the help of «learning skills»,rhetoric, etc. new knowledge will be made accessible which was not atthe disposal of the student before. In other words competences andskills which are transferred from one area (discipline, region and/orprofession) to another will help a student to express, find, realise newareas of knowledge.Within a very short period Tuning has shown that clear objectives ineducation can be achieved if an adequate platform is created. Suchplatforms at European level are a critical success factor to give41